摘要
采用典型个案抽样法,对一位就读于某师范大学学前教育学专业的三年级研究生进行半结构式访谈,并分别从认知、情感与意志三个维度,深入探究其对幼儿园教师的职业认同在十年学习历程中的转变与发展。在此基础上,深入分析并总结影响其职业认同提升的因素,继而从个体、高校和幼儿园三个层面提出具有针对性的对策建议,以期为促进更多学前教育专业研究生职业认同的提升,愿意积极投身于学前教育事业提供一定的支持与帮助。
This paper adopts the typical case sampling method,conducts a semi-structured interview with a third-year graduate majoring in preschool education in a normal university,and probes into the transformation and development of their professional identity to kindergarten teachers in the ten-year learning period from three dimensions of cognition,emotion and will.On this basis,this paper deeply analyzes and summarizes the factors affecting the promotion of their professional identity,and then puts forward targeted countermeasures and suggestions from three levels of individuals,universities and kindergartens,so as to provide some support and help for promoting the improvement of professional identity of more postgraduates majoring in preschool education,and then being willing to actively participate in preschool education.
作者
高源唯
但菲
GAO Yuan-wei;DAN Fei(College of Preschool and Primary Education,Shenyang Normal University,Shenyang 110034,China)
出处
《黑龙江教师发展学院学报》
2023年第5期40-43,共4页
Journal of Heilongjiang Institute of Teacher Development
基金
2021年度全国教育科学规划国家一般课题“基于职业嵌入的新生代幼儿园教师专业身份模型建构与实施路径研究”(BHA210131)。
关键词
职业认同
职前教师
从教动机
高校培养
人际支持
professional identity
pre-service teacher
teaching motivation
college training
interpersonal support
作者简介
高源唯(1998-),女,山东烟台人,硕士研究生,从事学前教育理论与实践研究;但菲(1963-),女,黑龙江哈尔滨人,院长,教授,硕士生导师,从事学前教育理论与实践研究。
